Total quality management

TQM (TQM) in education

TOTAL
QUALITY
MANAGEMEN
T Mr. Habibullah Khan
IN Ph.D. (2nd Semester)
EDUCATION Al-hamd Islamic University Islamabad

Dr. Sidra
 WHAT IS TQM?
Total— Made up of the whole.
Quality— Degree of excellence a product or service provides.
Management— Act, art, or manner of handling, controlling, directing, etc
Hence, A TQM is an integrated organizational approach in delighting customers (both
TQM external and internal) by meeting their expectations on a continuous basis through
everyone involved with the organizational working on continuous improvement in all
products/processes along with proper problem solving methodology.
OR
Total quality management (TQM) is the process of detecting and minimizing or eliminating
TOTAL production defects, optimizing supply chain management, improving customer
QUALITY experience, and ensuring that staff are properly trained. Total quality management seeks
MANAGEMEN to hold all parties engaged in the manufacturing process responsible for the final
T product's or service's overall quality.
IN
EDUCATION "TO DELIVER HIGHEST VALUE AT LOWEST COST”

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 SIX CONCEPT OF TQM?

The six concepts of TQM are:

1. Management responsibility
2. Human Resources Development
3. Improvement of Operations in a Systematic Way
TQM 4. Long Term Thinking
5. Central Focus on the Customer
6. Open Work Environments

A simple but effective approach to describe it is the Golden Rule: Do unto others as
TOTAL you would like to be treated.
QUALITY
MANAGEMEN The Golden Rule is a moral which says treat others as you would like them to treat you.
T This moral in various forms has been used as a basis for society in many cultures and
IN civilizations. It is called the 'golden' rule because there is value in having this kind of
EDUCATION respect and caring attitude for one another.

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 WHAT IS TQM?-EDUCATIONAL PERSPECTIVES

Education is also recognizing the need to pursue TQM, and to deliver it to pupils
and students. There are plenty of candidates for the source of quality
management in education. Amongst these are:
TQM – outstanding teachers;
– high moral values;
– excellent examination results;
– the support of parents, business and the local community;
– Plentiful ‫ف<<<را<غ‬-‫ ب<<<ھ<رپور‬resources;
TOTAL
QUALITY – the application of the latest technology;
MANAGEMEN – strong and purposeful leadership;
T – the care and concern for pupils and students;
IN – a well-balanced and challenging curriculum
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 NEW AND OLD CULTURE OF QUALITY CONTROL
Sr.N0. Quality Element Previous Non-TQM State TQM State

01 Definition Product Oriented Customer Oriented

02 Priorities Second to service and First among equals of service

TQM cost and cost
03 Decisions Short Term Long Term

04 Emphasis Detection Prevention

05 Error Operation System

TOTAL
QUALITY 06 Responsibility Quality Control Every one
MANAGEMEN
T 07 Problem Solving Managers Team
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 THE FOUR QUALITY IMPERATIVES
The four imperatives reflect the complex environment in which educational institutions operate.
They are the drivers and motivating forces that challenge any institution to take a proactive
stance on quality;
1. The moral imperatives (Ethics, morality)
2. The professional imperative
TQM 3. The competitive imperative, and
4. The accountability imperative
1. The moral imperatives: The customers and clients of the education service i.e. students,
parents and the community deserve the best possible quality of education. This is the
moral high ground in education and one of the few areas of educational discussion where
TOTAL there is little dissent (disagreement). It is the duty of educational professionals and
QUALITY administrators to have an overriding concern to provide the very best possible educational
MANAGEMEN opportunities. As John West-Burnham has put it, ‘it is difficult to conceptualize a situation
T where anything less than total quality is perceived as being appropriate or acceptable for
IN the education of children’
EDUCATION (‫ وا دلیناور مک یون یٹ‬،‫ہت اختالف(اختال)ف)ط لبہ‬‫ب ہرت ینمم کنہ معیار ت علمی ےک م ستحقہںی۔ ی ہ ت علمی یک اخ الیق ب لندیےہ اور ت علمی یحب ثےک ا نچند ش عبوںم ںیےس ایکےہ جہا بں مک‬
‫ےہ ک ہ وہ ب ہرت ینمم کنہ ت علمی یم واقع ف راہم ک رےن ےک ےیل ب ہتزایدہ ف کرمند ہوں۔ ج یسا ک ہ جا نو ب‬
‫یسٹ ر نہم‬ ‫ہوات ےہ۔ ی ہ ت علمی پی یشہ ور افراد اور م نتظمنیاک ف ر ض‬
Dr. Sidra ‫اسب ق ابلق بولمس ھجا جائے ۔‬
‫ 'اییس ص ورتحا لاک ت صور ک ران مشلکےہ جہا ںلک معیار ےس مک ک یسچزی ک و چب وںیک ت علمی ےک ےیل م ن ای‬، ‫ےن ک ہا ےہ‬
 THE FOUR QUALITY IMPERATIVES

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 THE FOUR QUALITY IMPERATIVES
2. The professional imperative:
Professional imperative is closely linked to the moral imperative.
Professionalism implies a commitment to the needs of students and an
obligation to meet their needs by employing the most appropriate pedagogic
TQM practices. Educators have a professional duty to improve the quality of
education and this, of course, places a considerable burden on teachers and
administrators to ensure that both classroom practice and the management of
the institution are operating to the highest possible standards.
TOTAL
QUALITY ‫پروفیشنلزم اک مطلب طلباء یک رضورایت ےس وابستگی اور انتہایئ مناسب تدرییس طریقوں کو بروئے اکر ال کر ان یک رضورایت‬
MANAGEMEN
T ‫کو پورا کرےن یک ذمہ داری ےہ۔ معلمنی اک ایک پیشہ ورانہ فرض ےہ کہ وہ تعلمی ےک معیار کو بہرت بنائںی اور یہ یقین ًا اساتذہ‬
IN ‫اور منتظمنی پر اکیف بوھج ڈالتا ےہ اتکہ اس ابت کو یقیین بناای جا سکے کہ الکس روم پریکٹس اور ادارے اک نظم و نسق‬
EDUCATION
‫اعیل ترین ممکنہ معیارات پر اکم کر رےہ ہںی۔‬
ٰ
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 THE FOUR QUALITY IMPERATIVES
3. The competitive imperative:
Competition is a reality in the world of education. Falling enrolments can lead to staff redundancies
and ultimately the viability of the institution can be under threat. Educationalists can meet the
challenge of competition by working to improve the quality of their service and of their curriculum
TQM delivery mechanisms. The importance of TQM to survival is that it is a customer-driven process,
focusing on the needs of clients and providing mechanisms to respond to their needs and wants.
Competition requires strategies that clearly differentiate institutions from their competitors.

‫تعلمی یک دنیا مںی مقابلہ ایک حقیقت ےہ۔ انروملنٹ مںی مکی معلے یک فالتو پن اک ابعث بن سکیت ےہ اور ابآلخر ادارے یک معدلاری خطرے‬
TOTAL ‫مںی پڑ سکیت ےہ۔ ماہرین تعلمی اپین خدمات ےک معیار اور نصاب یک فراہمی ےک طریقہ اکر کو بہرت بناےن ےک ےیل اکم کر ےک مقابلے ےک چیلنج اک‬
QUALITY
MANAGEMEN
‫ جو الکئنٹس یک رضورایت پر توجہ مرکوز‬،‫ یک اہمیت یہ ےہ کہ یہ ایک گاہک ےس چلنے والا معل ےہ‬TQM ‫مقابلہ کر سکتے ہںی۔ بقا ےک ےیل‬
T ‫کرات ےہ اور ان یک رضورایت اور خواہشات اک جواب دینے ےک ےیل میاکنزم فراہم کرات ےہ۔ مسابقت ےک ےیل اییس حمکت معلیوں یک رضورت‬
IN ‫ہویت ےہ جو اداروں کو ان ےک حریفوں ےس واحض طور پر ممتاز کریں۔‬
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 3. The accountabilityTHE FOUR QUALITY IMPERATIVES
imperative:
Schools and colleges are part of their communities and as such they must meet the political
demands for education to be more accountable and publicly demonstrate the high standards. TQM
supports the accountability imperative by promoting objective and measurable outcomes of the
educational process and provides mechanisms for quality improvement. Quality improvement
becomes increasingly important as institutions achieve greater control over their own affairs.
TQM Greater freedom has to be matched by greater accountability. Institutions have to demonstrate that
they are able to deliver what is required of them
ٰ ‫اسکول اور اکجل ان یک مکیونٹزی اک حصہ ہںی اور اس ےیل انہںی تعلمی ےک سیایس تقاضوں کو پورا کران چاےیہ اتکہ وہ زایدہ جوابدہ ہوں اور عوامی سطح پر‬
‫اعیل‬
‫ معیارات اک مظاہرہ کریں‬TQM ‫تعلمیی معل ےک معرویض اور قابل پامیئش نتاجئ کو فروغ دے کر احتساب یک رضورت یک حامیت کرات ےہ اور معیار یک بہرتی‬
TOTAL
‫ےک ےیل میاکنزم فراہم کرات ےہ۔ معیار یک بہرتی تزیی ےس اہم ہویت جایت ےہ کیونکہ ادارے اےنپ معامالت پر زایدہ کنرٹول حاصل کرےت ہںی۔ عظمی تر آزادی‬
QUALITY ‫کو زایدہ احت ساب ےک ساتھ مالان ہوگا۔ اداروں کو یہ ظاہر کران ہوگا کہ وہ اس قابل ہںی کہ ان یک رضورت کو پورا کریں۔‬
MANAGEMEN
T Note: Failure to meet even one of these imperatives can jeopardize (put at risk) institutional well-being
IN and survival. If institutions fail to provide the best services they risk losing students who will opt for one
EDUCATION of their competitors. By regarding these drivers as anything less than imperatives we risk the integrity of
our profession and the future of our institutions.
Dr. Sidra
 TQM –HISTORICAL PERSPECTIVE
To investigate how the quality movement started, we need to understand its origins in
industry. It is from industry that the language, concepts and the methodology of TQM are
derived.

TQM CRAFTSMEN & ARTISANS (eg. Artists, Sculptors, working with metals &
other materials who were very Quality-conscious.
TRADESMEN: (eg.Masons,Carpenters etc.)
ENGINEERING TRADES & PRACTICES:  (eg.Foundry,Smithy, Die-making,Mould-
making, Stamping, Forging,Turning,Milling,Drilling etc. )
TOTAL • Quality in articles and artifact produced by skilled craftsmen and artisans from the
QUALITY B.C. era eg. goldsmiths, silversmiths, blacksmiths, potters, etc.
MANAGEMEN • Artists & Artisans Guilds in the Middle ages spent years imparting quality skills and the
T workmen had pride in making quality products.
IN • Industrial Revolution brought factory manufacturing where articles were mass-
EDUCATION produced and each worker made only a part of the product, and did not sense the
importance of his contribution to the quality of the product.
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 TQM –HISTORICAL PERSPECTIVE

Quality assurance and total quality came late to the West, although the ideas
were originally developed in the 1930s and 1940s in the United States by, among
others, W Edwards Deming
a) In 1924, W.A.Shewhart of Bell Telephone Labs developed a statistical chart for the
TQM control of product variables the beginning of SQC and SPC.
b) In the same decade, H.F.Dodge and H.G.Romig of Bell Telephone Labs developed
statistical acceptance sampling instead of 100% inspection.
c) In 1946,the American Society for Quality Control was formed.
d) In 1950, W. Edwards Deming, who learnt SQC from Shewhart, taught SPC & SQC to
TOTAL Japanese engineers and CEO’s
QUALITY e) In 1954, Joseph M.Juran taught Japanese managements their responsibility to achieve
MANAGEMEN quality .
T f) In 1960, the first quality control circles were formed. SQC techniques were being
IN applied by Japanese workers.
EDUCATION g) 1970’s US managers were learning from Japan Quality implementation miracles.
h) In 1980’s TQM principles and methods became popular.(also in auto industry)
Dr. Sidra i) In 1990’s ,the ISO 9000 model became the world-wide standard for QMS
 TQM –CATEGORIZATION OF GURUS

Quality Gurus can be divided into four groups since 1940's

Early 1940's - The Pioneer (W.A.Shewhart)

TQM
Early 1950's - Americans who took the messages of quality to Japan (W. Edwards Diming)

Late 1950's - Japanese who developed new concepts in response to the Americans (Joseph M.Juran)
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T 1970 onwards - Western Gurus who followed Japanese Industrial success
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 TQM - GURUS
Name Country/Birth Contributions
Edwards Deming United States (WDC) (Eng:). Founder of TQM. 14 points; Deming cycle; 7 deadly diseases of
Oct 14, 1900 – Dec 20, 1993 management; system of profound knowledge. Changed the fate of Japan
Joseph M. Juran Romanian-American (Eng:) Quality is fitness-for-use; internal customer; cost of quality: quality trilogy, 10
Dec 24, 1904 – Feb 28, 2008 steps for quality improvement; breakthrough concept
Kaoru Ishikawa Tokyo Japan (Prof:) Company-wide quality; quality circles; cause-and-effect diagram
July 13, 1915-April 16, 1989
TQM Armond V.
Feigenbaum
American (businessman)
Apr 6, 1920 – Nov 13, 2014
Industrial cycle; hidden plant; crucial elements of total quality

Genechi Taguchi Japan Quality loss function; product development stages

Jan 1, 1924 – June 2, 2012
Philips Crosby American Four absolutes of quality: 14 steps to quality management; quality vaccine
1926-2001
Shingeo Shingo Japan (eng:) Zero quality control; poka-yoke; JIT related concepts
TOTAL 1909–1990
QUALITY Walter A. American Statistical control charts; PDSA cycle
MANAGEMEN Shewhart March 18, 1891-Mar 11, 1967

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 TQM - GURUS
A. Walter A. Shewhart, PhD, spent his professional career at Western Electric and Bell
Telephone Laboratories, both divisions of AT&T. He developed control chart theory with
control limits, assignable and chance causes of variation, and rational subgroups (see
Chapter 15). In 1931, he authored Economic Control of Quality of Manufactured Product,
TQM which is regarded as a complete and thorough work of the basic principles of quality
control. He also developed the PDSA cycle for learning and improvement.

B. Ronald Fisher In the conventional sense, Fisher is not known as a quality guru. However,
he created a solid foundation of statistical methods, such as design of experiments (DOE)
TOTAL and analysis of variance (ANOVA) in the 1930s. DOE is one of the most powerful tools
QUALITY used by many organizations in problem solving and process improvements. Analysis of
MANAGEMEN variance became widely known after being included in his book Statistical Methods for
T Research Workers in 1925. Fisher also published The Design of Experiments in 1935 and
IN Statistical Tables in 1947.
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 TQM - GURUS
C. Deming W. Edwards Deming, PhD, was a protégé of Shewhart. In 1950, he taught
statistical process control and the importance of quality to the leading CEOs of Japanese
industry. He is credited with providing the foundation for the Japanese quality miracle and
resurgence as an economic power. Deming is the best-known quality expert in the world.
TQM His 14 points provide a theory for management to improve quality, productivity, and
competitive position. He has authored a number of books including Out of the Crisis and
Quality, Productivity, and Competitive Position as well as 161 scholarly studies.

D. Juran Joseph M. Juran, PhD worked at Western Electric from 1924 to 1941. There he
TOTAL was exposed to the concepts of Shewhart. Juran traveled to Japan in 1954 to teach quality
QUALITY management. He emphasized the necessity for management at all levels to be committed
MANAGEMEN to the quality effort with hands-on involvement. He recommended project improvements
T based on return on investment to achieve breakthrough results. The Juran Trilogy for
IN managing quality is carried out by the three interrelated processes of planning, control,
EDUCATION and improvement. In 1951, the first edition of Juran’s Quality Control Handbook was
published
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 TQM - GURUS
E. Feigenbaum Armand V. Feigenbaum, PhD, argues that total quality control2 is necessary
to achieve productivity, market penetration, and competitive advantage. Quality begins by
identifying the customer’s requirements and ends with a product or service in the hands of
a satisfied customer. In addition to customer satisfaction, some of Feigenbaum’s quality
TQM principles are genuine management involvement, employee involvement, first-line
supervision leadership, and company-wide quality control. In 1951, he authored Total
Quality Control.

F. Ishikawa Kaoru Ishikawa, PhD, studied under Deming, Juran, and Feigenbaum. He
TOTAL borrowed the total quality control concept and adapted it for the Japanese. In addition, he
QUALITY authored SPC texts in Japanese and in English. Ishikawa is best known for the
MANAGEMEN development of the cause and effect diagram, which is sometimes called an Ishikawa
T diagram. He developed the quality circle concept in Japan, whereby work groups,
IN including their supervisor, were trained in SPC concepts. The groups then met to identify
EDUCATION and solve quality problems in their work environment.

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 TQM - GURUS
G. Crosby Phillip B. Crosby authored his first book, Quality is Free, in 1979, which was
translated into 15 languages. It sold 1.5 million copies and changed the way management
looked at quality. He argued that “doing it right the first time” is less expensive than the
costs of detecting and correcting nonconformities. In 1984, he authored Quality Without
TQM Tears, which contained his four absolutes of quality management. These absolutes are:
quality is conformance to requirements, prevention of nonconformance is the objective not
appraisal, the performance standard is zero defects not “that’s close enough,” and the
measurement of quality is the cost of nonconformance.

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 DEFINING QUALITY AND ITS DIMENSIONS
When the expression “quality” is used, we
usually think in terms of an excellent
product or service that fulfills or exceeds
our expectations. These expectations are
based on the intended use and the selling
TQM price. For example, a customer expects a
different performance from a plain steel
washer than from a chrome-plated steel
washer because they are a different grade.
When a product surpasses our
TOTAL expectations we consider that quality.
QUALITY Thus, it is somewhat of an intangible
MANAGEMEN based on perception. Quality can be
T quantified as follows: Q = P / E
IN where Q = quality P = performance E =
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 DEFINING QUALITY AND ITS DIMENSIONS (CONT…..)
If Q is greater than 1.0, then the customer has a good feeling about the product or service.
Of course, the determination of P and E will most likely be based on perception with the
organization determining performance and the customer determining expectations.
A more definitive definition of quality is given in ISO 9000: 2000. It is defined as the degree
to which a set of inherent characteristics fulfills requirements. Degree means that quality can
TQM be used with adjectives such as poor, good, and excellent. Inherent is defined as existing in
something, especially as a permanent characteristic. Characteristics can be quantitative or
qualitative. Requirement is a need or expectation that is stated; generally implied by the
organization, its customers, and other interested parties; or obligatory. Quality has nine
different dimensions. These dimensions are somewhat independent; therefore, a product
TOTAL can be excellent in one dimension and average or poor in another. Very few, if any, products
QUALITY excel in all nine dimensions.
MANAGEMEN
For example, the Japanese were cited for high-quality cars in the 1970s based only on the
T
dimensions of reliability, conformance, and aesthetics. Therefore, quality products can be
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determined by using a few of the dimensions of quality. Marketing has the responsibility of
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identifying the relative importance of each dimension of quality. These dimensions are then
translated into the requirements for the development of a new product or the improvement of
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an existing one.
 QUALITY CHALLANGES
Once an organization embarks on TQM, there will be obstacles to its successful
implementation. The first eight most common were determined by Robert J. Masters after an
extensive literature search and the last obstacle added by the authors.3 They are given
below.
• Lack of Management Commitment
• Inability to Change Organizational Culture
TQM • Improper Planning
• Lack of Continuous Training and Education
• Incompatible Organizational Structure and Isolated Individuals and Departments
• Ineffective Measurement Techniques and Lack of Access to Data and Results
• Paying Inadequate Attention to Internal and External Customers
TOTAL • Inadequate Use of Empowerment and Teamwork
QUALITY • Failure to Continually Improve
MANAGEMEN
T According to a survey of manufacturing firms in Georgia, the benefits of TQM are improved
IN quality, employee participation, teamwork, working relationships, customer
EDUCATION satisfaction, employee satisfaction, productivity, communication, profitability, and
market share
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 CHRONOLOGY OF QUALITY DEVELOPMENTM 

Pre 1900 Quality as an integral element of craftsmanship

1900 1920 Quality control by foremen
1920 1940 Inspection based quality control
TQM 1940 1960 Statistical process control
1960 1980 Quality assurance/Total quality control
1980 1990 Total Quality Management
1990 2000 TQM, the cultural of continuous Improvement
2000 Present Organization wide Quality Management

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 WHAT IS QUALITY ?
Traditional thinking would say that Quality is conference to specifications, that is does the
product do what it designed to do?
•One is Quality Assurance which is the "prevention of defects", such as the deployment of
a Quality Management System and preventative activities like FMEA.
TQM •The other is Quality Control which is the "detection of defects", most commonly
associated with testing which takes place within a Quality Management System typically
referred to as Verification and Validation.
"Conformance to requirements". The difficulty with this is that the requirements may not fully
represent what the customer wants; Crosby treats this as a separate problem.
TOTAL • "Fitness for use". Fitness is defined by the customer.
QUALITY • A two-dimensional model of quality. The quality has two dimensions: "must-be quality" and
MANAGEMEN "attractive quality". The former is near to the "fitness for use"
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 QUALITY ‫؟‬

Q: Quest for Excellence

U: Understanding Customer needs
TQM
A: Action to achieve customers appreciation
L: Leadership Determination to be leader.
I: Involving all people
TOTAL
QUALITY T: Team spirit to work for common goal
MANAGEMEN
Y : Yard stick measure progress
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 THE FOUR QUALITY IMPERATIVES

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 THE FOUR QUALITY IMPERATIVES

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TQM

THANK YOU
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